1 The Impact of English Language

Global Journal of HUMAN SOCIAL SCIENCE
Linguistics & Education

Volume 13 Issue 10 Version1.0 Year 2013
Type: Double Blind Peer Reviewed International Research Journal
Publisher: Global Journals Inc. (USA)
Online ISSN: 2249-460x&Print ISSN: 0975-587X
The Impact of English Language on the Lifestyle and Behavior of

Tertiary Level Students in Bangladesh: Case Study Jahangirnagar
University
By Md. Didar Hossain
IUBAT-International University of Business Agriculture and Technology, Bangladesh
Abstract - Nowadays English language and culture have grabbed every nucleus of almost all the
University students in Bangladesh. In Bangladesh, English is taught as a compulsory subject in
schools, colleges, and in universities i.e. from the primary level to the tertiary level. The students
of Jahangirnagar University in Bangladesh are no exception. Here, the students think that using
English not only facilitates communication but also help them do well in their future life. Some
students think that it is a way to show smartness. Out of all these, the present researcher seeks
to find out the impact and influence of the English language on the lifestyle of the tertiary level
students in Bangladesh. It also tries to prove the fact that English language is a machine or a tool
of domination and power. The paper briefly discusses the origin of English language in the Indian
subcontinent and in Bangladesh. It also refers to the works done on the same area by different
researchers. Then it provides an overview or an analysis of some questions to sort out the use of
English by the students. It finds out in what ways the students use English language. At last, it
offers some recommendations and solution to get out of the influence of the English language.
Keywords : code mixing, code switching, english language in bangladesh, lingua franca.
GJHSS-G Classification : FOR Code: 200302
The Impact of English Language on the Lifestyle and Behavior of Tertiary Level Students in Bangladesh Case Study Jahangirnagar University
Strictly as per the compliance and regulations of:
2013. Md. Didar Hossain. This is a research/review paper, distributed under the terms of the Creative Commons AttributionNoncommercial 3.0 Unported License http://creativecommons.org/licenses/by-nc/3.0/), permitting all non-commercial use,
distribution, and reproduction inany medium, provided the original work is properly cited.
Abstract - Nowadays English language and culture have
grabbed every nucleus of almost all the University students in

Bangladesh. In Bangladesh, English is taught as a compulsory
subject in schools, colleges, and in universities i.e. from the
primary level to the tertiary level. The students of
Jahangirnagar University in Bangladesh are no exception.
Here, the students think that using English not only facilitates
communication but also help them do well in their future life.
Some students think that it is a way to show smartness. Out of
all these, the present researcher seeks to find out the impact
and influence of the English language on the lifestyle of the
tertiary level students in Bangladesh. It also tries to prove the
fact that English language is a machine or a tool of domination
and power. The paper briefly discusses the origin of English
language in the Indian subcontinent and in Bangladesh. It also
refers to the works done on the same area by different
researchers. Then it provides an overview or an analysis of
some questions to sort out the use of English by the students.
It finds out in what ways the students use English language. At
last, it offers some recommendations and solution to get out of
the influence of the English language.
Keywords : code mixing, code switching, english

language in bangladesh, lingua franca.
I.
Introduction
here is no doubt in the fact that English has gained

the status of the global language. It is spoken and
taught in many countries as a native and a second
or a foreign language. It is taught in schools, colleges,
and universities in almost every country in the world.
English is spoken by over 350 million people as their
native language.
Besides, millions of people use it as a second
language, and about 250 million people around the
globe use it fluently as a foreign language. In addition to
that about 1000 million people around the globe have
more or less knowledge of English. It is learnt almost
everywhere of the world because knowledge of English
is considered as an international passport in terms of
communication with the entire world. Sometimes, it is
considered in Bangladesh as a stair of prosperity, a tool
of acquiring knowledge, and a sign of sophistication.
Author : Faculty, Dept. of Languages (English), IUBAT-International

University of Business Agriculture and Technology.
E-mail : didar_munna@yahoo.com
There is no university student in Bangladesh who is not

acquainted with the term English Language and its
use. It is so common a term that almost all the university
students in Bangladesh consciously and subconsciously speak and/or have to speak in it. English
language is the second language for them. Moreover,
some think that it can bring them good jobs. If that is the
case, it is very necessary to put light on the use of
English language and its impact on them.
The period following the 1950 saw a
tremendous increase in the need for communication
among people of the world in various spheres of
international contact like politics, academics, economics, technology and culture. English is taught as a
foreign language in Bangladesh. (Open University
Publication, English, Unit- 1, 19) If the chronological
history of English language in Bangladesh is discussed,
a kind of political as well as social background will be
found which directly influence the learning of English at
every level of education.
II.
Dissertation Statement
This paper analyzes the various ways in which

the students of Jahangirnagar University use English for
various purposes. It also shows that the whole lifestyle
of the student is affected by the English language and
changing gradually as a result of using English
language. There is no doubt that English language has
made communication easier but underneath there is a
political, ideological, cultural, and economic imposition.
It shows that with the acclamation of the theme of socalled globalization, the developed countries (America
and England for instance) have made English a lingua
franca and through the imposition of English language
in the university education, they are trying to inject their
culture among Bangladeshi people and thus establish
their cultural superiority.
III.
Objective(s) of the Study
It is the increasing importance of English as a

Foreign Language (FL) or Second Language (SL) and a
global lingua franca that has thrown its impact on other
cultures a research subject all over the world. The
2013 Global Journals Inc. (US)
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Global Journal of Human Social Science (G ) Volume XIII Issue X Version I
Md. Didar Hossain
Year 2013
The Impact of English Language on the Lifestyle

and Behavior of Tertiary Level Students in
Bangladesh: Case Study Jahangirnagar
University
The Impact of English Language on the Lifestyle and Behavior of Tertiary Level Students in Bangladesh:
Case Study Jahangirnagar University
unparalleled international role of English language has,

or should have, some repercussion on the way English
is taught. The main objective of the study is to fulfill the
need of a course. Besides, the study has two types of
objectives:
Year 2013
a) General Objectives
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1. To sketch out a picture of English language

teaching and learning at tertiary level in the
universities in Bangladesh with a focus on the
problems that the students face in the process of
learning the four skills of English language.
2. To put forward some suggestions and
recommendations to overcome the problems or
hindrances or at least lessen the severity of these
problems.
b) Specific Objectives
1. To identify the problems encountered by the

students in the process of learning English;
2. To evaluate the performance of the tertiary level
students in English language skills;
3. To investigate whether the teachers arrange the
practice of listening, speaking, reading, and writing
in the class;
4. To investigate if English language has any impact
on the dressing style and eating habit of the
Bangladeshi students;
5. To find out if English language has any influence
over Bangladeshi culture i. e. whether it is harming
Bangladeshi culture or not;
6. To find out the teachers motivation on the students,
teachers teaching method, teaching competence;
and
7. To suggest recommendations for the concerned
groups to use English language with care and
awareness.
IV.
Significance of the Study
English language has been the world language

today. This study focused on the perception of the
students about their use of English language and the
impact of it. It has assumed greater significance in the
globalized context. It will make the students conscious
about the optimal use of English language. They will
also know the origin and development of English
language in the Indian Sub- continent. It will also help
the people who would do research on the same area.
Since the research on the impact of English language is
a global phenomenon, a huge number of studies have
been conducted around the world. A good number of
studies on the same area of knowledge have been
carried out during the recent past under different public
universities in Bangladesh. But surprisingly, no study
has been conducted on this topic in Jahangirnagar
University. So, there are sufficient scopes of study in this
field. Therefore, the present study is very significant and
a crucial demand of time.
V.
Limitations of the Study
The dissertation paper could have been done

with more care if there were more time. Number of
respondents could be more. Some students took the
questionnaires but did not return them although they
were contacted many times. Taking interviews of the
teachers and students were the most difficult part
because these were face to face interview. Although
teachers were very friendly in giving interview, some
students took it to be very trifling matter. They looked
angry, disgusted, and exhausted. Some students could
not understand the term Bad English. It was very tough
finding out the correct and enough information about the
origin and development of English language in the
Indian Subcontinent.
a) Origin and Development of English Language and

English Education in the Indian Subcontinent and in
Bangladesh
English is a member of the Indo-European
family of languages. This broad family includes most of
the European languages spoken today. The IndoEuropean family includes several major branches:
Latin and the modern Romance languages;
The Germanic languages;
The Indo-Iranian languages, including Hindi and

Sanskrit;
The Slavic languages;
The Baltic languages of Latvian and Lithuanian (but

not Estonian);
The Celtic languages; and
Greek. (Source: http//:Google.Com)
The influence of the original Indo-European

language, designated proto-Indo-European, can be
seen today, even though no written record of it exists.
The word for father, for example, is vater in German,
pater in Latin, and pitr in Sanskrit. These words are all
cognates, similar words in different languages that share
the same root. Of these branches of the Indo-European
family, two are, for the purpose/purposes of studying the
development of English, of paramount importance, the
Germanic and the Romance (called that because the
Romance languages derive from Latin, the language of
ancient Rome, not because of any bodice-ripping
literary genre). English is in the Germanic group of
languages. This group began as a common language in
the Elbe river region about 3,000 years ago.
The background of English language in
Bangladesh can be traced back to Lord Macaulays
Minute on Education of 1835. In the Minute, Thomas
Macaulay articulated the goals of British colonial
imperialism most succinctly: We must at present do our
best to form a class who may be interpreters between
VI.
Literature Review
This chapter entitled as Literature Review deals

with research activities conducted by the previous
researchers. The impact/s of English language on the
university students in Bangladesh are expressed
through various forms: cultural, social, and linguistic. It
leads to various types of fusions. These fusions can be
termed as acculturation. In this case, it is the acculturation of English language by The Bangladeshi University
students. It should be noted here that acculturation is
the process of adapting to or adopt a different culture.
Linton (1963) described the general process of
acculturation as involving modification in attitudes,
knowledge, and behavior. These modify-cations were
seen to require not only the addition of new elements to
an individuals cultural background, but also the
elimination of certain previous elements and the
reorganization of others. Thus the overall process of
acculturation demands both social and psychological
adaptation. (McLaughlin, 1987) part of this process
involves learning the appropriate linguistic habits to
function within the target- language group (Stauble
1980).
Ngugi Wa Thiongo, in his book Decolonising
the Mind (1981a), displaying anger toward the
isolationist feelings colonial education causes, asserted
that the process, annihilates a peoples belief in their
names, in their languages, in their environment, in their
heritage of struggle, in their unity, in their capacities and
ultimately in themselves. It makes them see their pats as
one wasteland of non- achievement and it makes them
want to distance themselves from that wasteland. It
makes them want to identify with that which is furthest
removed from themselves (Ashcroft et al.1995).
Thomas Macaulay understood this process of
acculturation many years ago although his motif was
purely Eurocentrically colonial. In 1935, in his Speeches
of Lord Macaulay with His Minute on Indian Education,
Macaulay opined, It is impossible for us, with our
limited means, to attempt to educate the body of the
people. We must at present do our best to form a class
who may be interpreters between us and the millions
whom we govern; a class of persons, Indian in blood
and color, but English in taste, in opinions, in morals,
and in intellect. (Ashcroft et al, 1995:430)
Language is directly related to culture. A culture
can never be thought of without culture. Wardhaugh
(1986) comments that there should be some kind of
relationship between the sounds, words, and syntax of a
language and the ways in which speakers of that
language experience the world and behave in it seems
so obvious as to be truism. He also says that one longstanding claim concerning the relationship between
language and culture is that the structure of a language
determines the way in that the speakers of that
language view the world. The impact of the English
media and language can result in various forms as code
mixing, code switching, code borrowing. The influence
of English language is paramount through the
imposition of English literature. Gauri Vishwanathan in
his essay The Beginnings of English Literary Study in
British India, British parliamentary documents have
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us and the millions whom we govern, a class of persons

Indian in blood and color, but English in taste, in
opinions, words and intellect. (Ashcroft et al, 1995: 430)
The main objective of Macaulay was to create
Englishmen from among the Indians. From his speech,
the objectives of teaching English are thus very clearly
defined.
As the architect of Colonial Britains Educational
Policy in India, Thomas Macaulay was to set the tone for
what educated Indians were going to learn about
themselves, their civilization, and their view of Britain and
the world around them. An arch - racist, Thomas
Macaulay had nothing but scornful disdain for Indian
history and civilization. In his infamous minute of 1835,
he wrote that he had never found one among them
(speaking of Orientalists, and opposing political faction)
who could deny that a single shelf of a good European
library was worth the whole native literature of India and
Arabia. (Ashcroft et al, 1995:429) He also added that it
was, no exaggeration to say, that all the historical
information which has been collected from all the books
written in Sanskrit language is less valuable than what
may be found in the paltriest abridgments used at the
preparatory schools in England.
In the post - independence period in
Bangladesh, English language had to go through a
number of struggles because of serious negligence for
the first few years. In 1974, some recommendations
were made with regard to language teachings by an
education commission. After that, an English language
teaching taskforce was formed by the ministry of
education whose purpose was to evaluate the state of
English language teaching in Bangladesh. It also made
a number of recommendations for the development of
learning English. In 1990, the government took a
decision to introduce English as a compulsory subject
from class1. It was implemented in 1992 with a new
syllabus and new books (especially for class 1-10). After
1993, English education has been reintroduced in the B.
A., B. S. S., B. Com., and B. Sc. courses as a
compulsory subject of 100 marks. On the basis of the
world context, the Government of Bangladesh passed
an act in 1992 for the reintroduction of English at the
tertiary level. It was done to enhance the employment
potential of the graduates and to check the deadline of
academic standard. Now in tertiary level the all
institutions in Bangladesh, in a way or the other, English
language are being taught.
Year 2013
Year 2013
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provided compelling evidence for the central thesis of

the investigation: that humanistic functions traditionally
associated with the study of literature - for example, the
shaping of character or the development of the
aesthetic sense or the disciplines of ethical thinking- are
also essential to the process of sociopolitical control. . .
English Literature made its inroads in India, albeit
gradually and imperceptibly, with a crucial event in
Indian educational history: the passing of the Charter
Act of 1813. (Ashcroft et al. 1995: 431) The assimilation
of language with culture is evident in Hudsons writing.
He says, There are three points at which language
makes contact with language, and more specifically with
the kind of knowledge that we call culture. As a
distinguished anthropologist said that a societys
language is an aspect of its culture. . . The relation of
language to culture is that part of the whole (Good
enough). (Hudson, 1980) There was an article in
Sahitya Shamoyiki of the newspaper Prothom Alo
written by Mahbub Alam. He writes here that the
Bengalees were motivated to learn English for high
status in the society and government jobs. He adds that
although there were not enough English books and
teachers, they learnt a kind of English that can help
them only to run normal conversations. For this early
exposure of English language to the Bengalese before
they could learn it properly made its base weak. Its
results were twofold. The Bengalese who learnt English
with a great care spending a long time, they were found
to overuse English mixing with Bangla. According to
Widdowson (1974), English language teaching overseas
is taking on a new character as a result of the need for
many advanced students to use the language as a tool
in the study of scientific and technical subjects.
Hasan (2005) conducts a linguistic study on the
English Language Curriculum at the Secondary Level in
Bangladesh- a Communicative Approach to Curriculum
Development which reveals that students are aware of
the importance of learning English language. He finds
that 59% students have disinterest in speaking English,
because they like their mother tongue and there is an
animosity towards English, as it is heard, as they
perceive, to learn. He also discovers that the syllabus
and the curriculum of education are examination
oriented which prevent them from acquiring the
language competence. He discovers 82% rural and
urban madrasha students complain that English is not
sufficiently used in the class. On an average 68%
teachers admit that they do not arrange the practice of
four skills of English language in the class. Since the
study, use of English in the class, practice of language
skill, needs of English, textbook materials etc. it is
directly relevant to the present study.
Kavaliauskiene (2003) carries out a research
among the second year university students in Lithuania
which reveals that 65% students admit that the teachers
have tendency to avoid speaking, and 57% students
comment that listening practice are not done in the

class. Her study also reveals that 68% students are
weak in listening, and 73% students are weak in
speaking while 72% students reading status is
satisfactory. The study of Kavaliauskiene investigates
the practice and performance of the students in English,
therefore, this study directly relates to the present study.
Romanian (2002) evaluates the linguistic skills
of the graduate students in English in Punjab. He
evaluates all the four linguistic skills: listening, speaking,
reading, and writing. However, he has dealt with the
details of the writing skill of the graduate students. He
identifies in his study the phonological, grammatical,
and orthographical errors in productive skills and in the
comprehension skills he identifies the reading ability of
words and sentence. His study finds that 68% graduate
learners interested in correction of error in written
production. Moreover, he recommends that the group
discussion, language games should be encouraged in
the class hours. He believes that introduction of the
audio- visual instrument for language teaching would be
good and wise at collegiate level.
In 1990, the government of Bangladesh took a
decision to introduce English as a compulsory subject
from class 1. It was implemented in 1992 with the new
syllabus and new books (especially for classes 1-10).
After 1993, English education has been reintroduced in
the B. A., B. S. S., B. Com., and B. Sc. Courses as a
compulsory subject of 100 marks. On the basis of the
world context, the government of Bangladesh in 1992
passed an act for the reintroduction of English at the
tertiary level. It did this to enhance the employment
potential of graduates and to check the decline of
academic standard. The act came into being and effect
two years later with a syllabus based on grammar.
In 1995, a study conducted by the British
Council on behalf of the University Grants Commission
(UGC) identified two major problems in the development
of English language teaching, both of which were
concerned with teachers. Recently, the English
Language Teaching Improvement Project (ELTIP) was
launched by the Government of Bangladesh in
collaboration with the Department for International
Development (DFID). This is a network of resource
centers whose purpose is to provide in service training
to ELT teachers as well as to prepare materials
appropriate for the learners.
The present research is different from the other
research in the sense that it is the first study on impact
of English language on the students of Jahangirnagar
University. It attempts to find out the present conditions
of the English language in JU and gives suggestion
about what to do in future.
VII.
Research Methodology
Research is a systematic process. The essential

step of a research work is to design the method, which
To respond to the findings of the current study,

both qualitative and quantitative research methods were
used, including a questionnaire for the students and
interviews with the teachers and students. To determine
the population of the study, the present study covers at
least 200 students from various departments where
there is an English language course. The teachers of the
department of English in Jahangirnagar University who
are teaching English in different departments have been
considered as the sources of data for the study.
b) Sampling
As it was very difficult to reach every student of

all the departments, the stratified purposive sampling
policy has been adopted for the study. Students from
the following departments were taken into account:
1. Information Technology (IT)
2. Philosophy
3. Bangla
4. Drama and Dramatics
5. Computer Science and Engineering (CSE)
6. Public Administration
7. Chemistry
8. Archaeology
9. Urban and Regional Planning (URP)
10. Bachelor of Business Administration (BBA)
11. Mathematics
12. History
13. Government and Politics
14. Statistics
15. Environmental Science.
At least 10 students from each of the
aforementioned departments were taken for the
preparation of the questionnaire. Five teachers from the
Department of English were interviewed for the study.
Besides, 10 students from various departments were
also interviewed.
c) The Research Tools
Data for the study were collected through1. Questionnaire for the students
2. Interview of some teachers
3. Interview of some students
d) Data Collection Procedure
Questionnaires were distributed to the students.

They were requested to fill up the form with care by
e) Data Analysis
Research is a scholarly investigation and

experimentation aiming at discovering new facts and
their correct interpretation. Data have been analyzed
most manually except in case of finding out the
summations and percentages. First data were patterned
in tabular form according to the fulfillment of research
objectives. During this time, the variables underlying the
investigation were kept in mind. Microsoft Office Word
2007, Power Point 2007 and Office Excel 2007 have
been used to process data.
f)
Consideration of the Administration Condition

During the Study
The questionnaire for the students was given to

the students and administered when the students were
seen to be free. It was done by some agent- students.
The researcher chose at least one student from the
departments which are included in the questionnaire.
The agents were the familiar students to the researcher.
The responses of the teachers were taken mostly while
they were in their leisure period in their room. For the
interviews, there was no exact time limit but the expected time limit was twenty minutes. The appointments for
the interviews were fixed earlier. Written records of the
interviews were taken. The recorded interviews were
then transformed into scripts.
VIII.
Findings of the Study
This chapter analyses the data which were

collected through student questionnaire and interviews
of the teachers and the students. In fact, the interview
sessions were arranged in addition to the questionnaire
survey to obtain a comprehensive idea of the
respondents position regarding the impact of English
language on the tertiary level students in Bangladesh. It
is true that the questions of the interview sessions did
not necessarily echoed the exact questions set in the
questionnaires. Rather, they were meant to elicit the
background or rationale behind the respondents
individual positions regarding the issue set by the
researcher.
a) Findings and Discussions of the Instruments for the

Students Questionnaire Survey
i. First Part of the Questionnaire
The first part of the questionnaire deals with the
personal details of the respondents to keep
documentation for further information which will help to
elicit background or rationale behind the respondents
Year 2013
a) The Research Design
providing the correct information. The interviews of the

students and the teachers were done face to face. For
the vast source of books, library work also has been
done. Internet was used to find out the technical ad
historical information. It also helped the present study by
providing the technical steps of accomplishing the work.
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leads the researchers to conduct the dissertation in a

proper way. For the present study, the dissertation
paper has been designed in a logical and scientific
manner. The present study is on the impact of English
language on the tertiary level students in Bangladesh:
changes in their lifestyle and behavior as a result of
using English language. Different techniques have been
taken into account to conduct the research activity to
perform the study.
individual positions on the selected issues. However,

students from different departments have acted in
response to this questionnaire.
Findings of the Second

Questionnaire for the Students
ii.
Part
of
the
Year 2013
Item - 1:
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The first item on the questionnaire was Do you

speak English with your friends and teachers in the
Campus? Table- 1 shows the percentage of the responses.
Table 1 : Response to whether the students of

Jahangirnagar University speak English with their friends
and teachers in the university campus. (N= 2oo)
Responses
Never
Sometimes
Always
Frequency
6
190
4
Percentage (%)
3%
95%
2%
Table - 1 shows that only 3% students (N=6)

never speak, 95% (N= 190) sometimes speak, and only
2% opine that they speak in English with their friends
and teachers in the campus. So, it is seen that almost all
the students in some ways speak English with their
friends and teachers in the campus or at least they try to
speak. The table proves that speaking English is a
common phenomenon for the students.
Table 3 : Responses to with whom the students speak

the most. (N=200)
Score
1
2
3
4
Total
Frequencies
22
87
63
28
200
Percentage (%)
11
43.5
31.5
14
100
(Score: 1= Parents, 2= Friends, 3= Teachers, 4= relatives)
Table-3 shows that 43.5 percent respondents

speak English with their friends, 11 percent students
speak English with their parents, and 31.5 percent with
their teachers and the rest 14 percent speak English
with their relatives.
Item- 4:
It asks the respondents if there is any course in

their academic syllabus that can help them learn English
shows the responses and their percentage.
Table 4 : Responses to whether there is any course in

the syllabus that helps to learn English. (N=200)
Responses
Yes
No
Frequency
163
37
Percentage (%)
81.5
18.5
The second item attempts to reveal whether the

students practice speaking English at home. Table- 2
shows the percentage of the responses.
The table shows that 81.5 percent students

have some courses in their syllabus that help them learn
English and the rest 18.5 percent do not have it. It also
proves the fact that in almost every subject of
Jahangirnagar University, there is at least a course that
helps the students in learning English.
Table 2 : Response to whether the students try to speak
Item - 5:
Item - 2:
English at home. (N=200)
Responses
Yes
No
Frequency
69
131
Percentage (%)
34.5%
65.5%
Table - 2 shows that 34.5% percent of

respondents replied in the affirmative while the rest
65.5% percent replied in the negative. So, more
students think that they do not practice English at home.
It may be the cause that they think that speaking English
at home would make them uncomfortable or it may be
that they like to speak in Bangla.
Item - 3:
Item-3 seeks to reveal with whom the students

speak the most. Table-3 shows the percentage of the
responses.
This item tries to sort out whether there is any

English course in the department syllabus or not and if
not, whether the students are attending any English
course in any other place rather than the University
campus. If the answer is yes, the paper tries to know
about the place or the person/s and the reasons why
they go there. And if they are not having or attending
any, then it tries to find out the reason/s behind that. The
following table shows the percentage of the responses.
Table 5 : Response to the students attention or

absence in any English course. (N= 200)
Responses
Yes
No
Frequency
70
130
Percentage (%)
35
65
The table above shows that 65% students

attend in many institutions for learning English. 35%
students do not go for any English course anywhere.
The reasons behind that include: distance of the
institutions, financial crisis, and time and so on.
Table 6 : Speaking English increases status or not.

(N=200)
Responses
Yes
No
Frequency
132
68
Percentage (%)
66
34
The table shows that 66 percent of the students

think that speaking English in classes and with other
people and places increases ones status and the rest
34 percent think it is not. So, two- thirds of the
respondents permit the use of English in various places.
Item - 7:
This item investigates if the respondents are

acquainted with the term Bad English and if they
know, what they think about it. This item was actually
given to make them inform the socio-politico implication
of English language. The term was taken from the
English Textbook for HSC level students in Bangladesh
which is titled as English for Today: for Class xi- xii).
May be the students are not familiar with it.
Unfortunately, a few students understood and answered
the question. Some students answer it but those are not
in line with what it wanted. Among 200 students, only 35
students answered the question. The percentage of the
students who answered it stands as 17.5% only. Various
types of answers were found. Most of them think that
because of having grammatical and vocabulary
problems, Bangladeshi students cannot make good in
the four skills of English. They imposed the idea that
good practice is needed to overcome it. Only three
students found it to be a kind of politics of the west.
Item - 8:
This item tries to find out if the dressing style of

the students is influenced by English language. It is
thought by some scholars of recent time that language
carries culture and a language can have influence over
other culture/s. The table below shows the responses of
the students.
Table 7 : English language influences your dressing

style. (N=200)
Responses
Yes
No
Frequency
29
171
Percentage (%)
14.5
85.5
The table shows that 171 students (85.5%) think

that English language has no influence over
Bangladeshi garment style. The rest of the respondents
think otherwise. They show that English language has a
kind of impact over Bangladeshi University students.

They wear some dresses that are the products of the
West.
Item - 9:
This item was, English language influences
your eating habit. - Do you agree? The following table
shows the percentage of the respondents.
Table 8 : Responses on the influence of English

language over the eating habit of Jahangirnagar
University students. (N=200)
Responses
Yes
No
Total
Frequency
15
184
199
Percentage (%)
7.5
92
99.5
The table represents that only 7.5 percent

students think that their eating habit is influenced by
English language and culture. On the other hand, 184
(92%) students find no influence of the English language
over their eating habit. Interestingly, one student of the
department of Bangla wrote that it is not applicable to
her. In response to her answer she argued that it is not
of customary importance to investigate anything like
that. The study reveals that almost all the students do
not agree with the question. The reasons may be that
they are not aware of it or they do not want to think
about it.
Item - 10:
The item tries to sort out the percentage of the
students who think that English language influences
their body language and who think that there is no
influence of English language over the body language of
the students. The table below makes it clear.
Table 9 : The influence of English language over

students body language
Responses
Yes
No
Frequency
121
79
Percentage (%)
60.5
39.5
In the table above, it is found that 121 students

(60.5%) think that English language influences the body
language of University students. So, they think that the
gestures (Hi, Hello, Bye) they make contain the gesturesof English culture.
Item - 11:
The item investigates if it is possible for a
Bangladeshi University student to express his/ her
feelings completely in English language. The table
below shows the percentage and number of the
respondents.
Year 2013
This item investigates the matter that if any

respondent thinks that speaking English in classes and
with other people increases his/ her status. It was a very
vulnerable question so students had to think deeply
about it. The table below shows the percentage of the
respondents.
20
27
Item - 6:
Table 10 : Is it possible for a Bangladeshi University

student to express his/ her feelings completely in
English language?
Year 2013
Responses
Yes
No
20
82
Frequency
106
94
Item - 12:
This item finds out if the students speak English
in the same way at home (village/city) as they speak in
the campus. It contains two sub- questions. Question
no. (a) With friends; and (b) with family members.
Responses of the students are shown in the tables
below.
Table 11 : Speaking English with friends

Frequencies
27
128
45
Percentage (%)
13.5
64
22.5
Table 12 : Speaking English with Family Members

Responses
Never
Sometimes
Always
Frequencies
65
127
8
Percentage (%)
32.5
63.5
4
Table- 11 and table- 12 show that most of the

students sometimes speak in English with their friends
and family members. The percentage for the friends is
Never- 13.5%, Sometimes- 65%, and Always- 45%
whereas for family members it is Never- 32.5%,
Sometimes- 63.5%, and Always- 4%.
Item - 13:
This
item
investigates
the
students
psychological stance regarding the prestige of Bangla
and English language. Most of the students (83%= 166
students) state that English is never more prestigious
than Bangla. It may help in job sector but it does not
determine its prestige. 14% students (N= 28) think that
the statement is true (that English language is more
prestigious than Bangla language). They think like that
because of the internationality of English language. The
rest 3% gave no comment.
Item -14:
This item investigates student choice of the
influence of the English media. The respondents were
told to rank them according to their view. There were five
items in total: English movies and songs; English books,
magazines, and journals; English newspapers; English
news; and English advertisement. The average of their
ranking is shown in the table below.
Ranking
1
2
3
Percentage (%)
53
47
The table shows that 53 percent of the

students think that it is possible but the other 47 percent
students find it impossible. It signifies the fact that the
students have mixed feelings.
Responses
Never
Sometimes
Always
Table 13 : Ranking of the importance of English Media
4
5
Items
English Movies and songs
English newspapers
English books, magazines, and
journals
English news
English advertisements
Item - 15:
This item asks if the students think in Bangla
before speaking in English. The findings of the question
are shown in the table below.
Table 14 : University students think in Bangla before

speaking in English. (N=200)
Respondents
Yes
No
Frequency
197
3
Percentage
98.5
1.5
The table shows that almost all the respondents

agree that Bangladeshi university students normally
think in Bangla before saying anything in English. This
percentage is 98.5%. Rest of the students is so
proficient in speaking English that they do not need to
think in Bangla.
Item-16:
This item investigates if it is possible for the

students to think in Bangla while speaking in English. It
tries to know if it is possible to think in Bangla and speak
in English at the same time. The answers given by the
respondents are given in the table below.
Table 15 : Is thinking in Bangla while speaking in English

possible?
Responses
Yes
No
Frequencies
132
68
Percentage
66
34
The responses of the students reveal that 66

percent students think that it is possible for them to think
in Bengali language and speaking in English language
at the same time. On the contrary, the other 34 percent
think otherwise (that it is not possible to think in Bangla
while speaking in English).
Item - 17:
This item seeks to find out if it is more helpful to
write answers in English in the exams rather than in
Bangla. It discovers what the students feel from inside.
The table below discovers the percentage of the
responses of the students.
Table 16 : Is it more helpful to write answers in English

in the exams rather than Bangla?
Responses
Yes
No
Frequency
163
37
Percentage (%)
81.5
18.5
Table 17 : Does the teacher insult the students if they

cannot speak correct English in the class?
Responses
Yes
No
Frequency
22
178
Percentage (%)
11
89
The table shows that there are only 22 (11%)

students who opine that their English language teachers
insult them if they fail to answer the teacher in the
correct form English. From the answers of the
respondents, it can be assumed that there are some
English language teachers who unconsciously get angry
on the students and insult them.
Item - 19:
This item seeks to know from the respondents if
having a good command over English language helps
the students to get good jobs in their future life. The
table below shows the responses and their percentages.
Table 18 : English helps to get good jobs. Do you

agree?
Responses
Always
Sometimes
No
Frequency
132
66
02
Percentage (%)
66
33
01
66% percent students think that English helps

them to get good jobs always, 33% percent think that it
works sometimes and the rest 1% percent thinks that
English never helps them in getting good jobs.
Item - 20:
This item finds out the students evaluation of
the teachers importance on four language skills. It sorts
out the students choice of the four skills regarding
importance. The following pie chart shows the students
choice below:
1st Qtr
Speaking
65%
2nd Qtr
writing
20%
Speakin
g 65%
3rd Qtr
Reading
8%
Writing
20%
Figure 1 : Pie chart 1: List of the four skills according to

the teachers importance
The pie chart shows that 65% students think

that their teachers pose importance on speaking. This
percentage is 20% for writing, 8% for Reading, and only
7% for listening.
Item - 21:
This item investigates the matter that if the
students agree with the proposition that most often
many speakers in Bangladesh find problems in
expressing thought in English. The table below shows
the proportions of the students responses.
Table 19 : University students in Bangladesh find

problems in expressing thought in English. (N=200)
Responses
Yes
No
Frequency
195
5
Percentage
97.5
2.5
The table illustrates that almost all the students

find problems in expressing thought in English.
Sometimes it happens that the element of a language
cannot be expressed in another language. For example,
two speakers are talking to each other. The first one is
Bangladeshi and the second one is English. The second
speaker says to the first:
P2: What are you eating?
The first person was eating Jackfruit but he
does not know the English word Jackfruit for it rather
he uses the Bangla KATHAL. He answersP1: I am eating, er, umm, what should I say, KATHAL.
Item - 22:
This is the last item in the questionnaire. It is
given to the students in order to investigate if it is
possible for a university student in Bangladesh to speak
like a native English speaker. The responses of the
students are shown in the table below.
Year 2013
Item - 18:
This item investigates if the English language
teachers insult the students if they cannot speak in
proper English in class. The table below makes the
percentage of the responses clear.
Listenin
Reading g 7%
8%.
20
29
In the table, 81.5% percent students think that it

is more helpful to write answers in English in the exams
rather than Bangla.
Table 20 : Is it possible for a Bangladeshi University

student to speak like a native English speaker?
Responses
Yes
No
Frequency
113
87
Percentage
56.5
43.5
Year 2013
The table shows that 56.5 percent students

think that it is possible for a university student to speak
like a native English speaker. The rest 43.5 percent think
it is not possible.
20
2
10
b) Findings and Discussions o f the Instruments for the

Interviews
i. Interview of the Students
The 10 students whom the paper has included

in the interview gave ample interesting information about
their learning of English language and the impact of their
learning over themselves. It was conducted to observe if
the respondents answer the questions in the same way
they answered in the questionnaire. The ten students
were chosen for interview on the basis of various issues:
different departments, different districts, various types of
family background and different family income. The
research added some more questions in the interviews
apart from the questions in the questionnaire. The
interviews for each student were arranged at different
times. Three students from the IBA, two from Chemistry,
two from Drama and Dramatics, two from Bangla, and
one from Philosophy department (s) were chosen for
interview. The interviews find that 8 of the 10 students
(80%) think that English language influences the
students life and Bangladeshi culture to a great extent.
They state that this unconscious use of English
gradually creates a sense of replacing elements of
Bangladeshi culture by the elements of English
language and culture. It is destructive for Bangladeshi
culture. 9 of the 10 students (90%) opine that having a
good command of English would help them get good
jobs in future.
ii. Interview of the Teachers
Taking the teachers interview was thought to be
very difficult but the very co-operative nature of the
teachers accelerated the pace of the study. All the five
teachers are from the department of English who teach
English language course in different departments apart
from the department of English. Each interview was
arranged at different times. They helped the research by
providing information about the contents of the courses,
teaching styles and students quality and aptitude. There
were 10 questions for the teachers which were preplanned.
Shahinur Rahman, a Professor of the
department, opined that when our students write a
paragraph about Cow, they obviously put our own
cultural thoughts but they have to write it in English. So,
apart from the linguistic influence, English has no
influence over Bangladeshi culture.
Laizu Nasrin, Assistant Professor of the

department, informed that she does not speak in
English in the class always. When she finds that
students have difficulty in understanding her language,
then she speaks in Bangla for clarification. When a
student knows that s/ he cannot speak and write correct
English, s/ he gets frustrated. This frustration can
influence him/ her to think that English language and
culture is superior. She informed that one of the reasons
behind the students lack of proficiency in English
language is that their parents are not fluent in English.
She thinks that environment is liable for this. According
to her, English language is playing an important role in
changing the eating habits and dressing style of the
students of JU. T - Shirts and Jeans are the example.
Besides, students like to take rich food (Burger, Roll
etc). She thinks that it is socalled smartness. Her last
suggestion was that English is very influential over our
mother tongue - Bangla language. So, she suggested
that the good things must be taken for granted. That is
why, students must be taught well so that they can
identify good and bad things of the other cultures.
Golam Rabbani, a lecturer of the department,
says that media is very crucial in learning English. He
suggests the students to read Ordinary Fictions like
the writings of Sidney Sheldon because these are written
in contemporary form of English. He does not think that
English language has any impact on our cultural
elements. His argument is that the university students
are well- aware of what is good or bad. But he says that
this impact is great on the teenagers. He also thinks that
speaking English language well creates a sense of pride
among some students.
Shwagota Sayeed, one of the lecturers, stated
that students of various departments showed different
feedbacks. She takes classes in the Biotechnology
Department and in URP (Urban and Regional Planning)
Department. She does not think that English language
plays any important role over Bangladeshi culture.
Sadeka Sabrina Haque, another lecturer, who
takes class in the Economics Department, rarely uses
Bangla language in the English classes. She
emphasizes the reading of textbooks, role playing,
completing sentences, and advanced writing in the
class. She thinks that English media plays a very
important role in learning English language and culture.
She also thinks that speaking good English brings
changes in the psychology of the students because it is
a kind of sophistication to some of them and it creates a
kind of superiority complex among them.
It is seen that almost all the teachers agree that
English language creates a kind of superiority complex
among the students. Some of them also think that
overuse of English can harm students psychology.
IX.
Recommendations
The impact of English language is seen in many

sectors in Bangladesh, for example, FM Radio. The RJs
The students have to be aware of any kind of

negative effect of English language that can be a threat
to their own language and culture. Before using any
sentence of English, they must know about its use well.
The students who can speak better than others must not
think themselves superior. If they do that, the comment
of Das Gupta that they (the British) attempted to provethat English language, culture, literature and people
were superior to anything and this was the primary
purpose for introducing English as the medium of
instruction and as a subject of study (1970, 40) will
become true. They should not do this. Otherwise, errors
will occur and his/ her linguistic ability will never be
good. From the interview session, it has come out that
students have a tendency to speak like the newsreaders
of BBC or CNN. It is not a problem but if they follow the
dialects of English that are not standard, that will be bad
for them. The students must not find any idol in any of
the teachers because the teachers also have few
problems in speaking English because they are not the
native speakers. They should not think that whatever the
teachers say is correct. The teachers may be correct but
the students should go for various sources for further
clarification. If it is a must to learn English, the study
suggests the students to learn it correctly so that they
can communicate well. Students are also suggested not
to overuse English.
English language has become so much
prevalent among the students that they think it as a
common affair. The situation cannot be avoided
although some African writers intend to Appropriate
English language for their own purpose. This inevitable
nature of the present impact of English has been
described by Chinua Achebe in a speech entitled The
African Writer and the English Language (1975). He
describes here, Is it right that a man should abandon
his mother tongue for someone elses? It looks like a
dreadful betrayal and produces a guilty feeling. But for
me there is no other choice. I have been given the
language and I intend to use it. (Achebe 1975; 62) One
last thing, if every student here learns or acquires
English, there is no problem but one thing must be
noticed and that is the conflict between the two which
may destroy both.
Year 2013
4. They should provide up - to - date knowledge to the

students as much as possible.
5. They should put equal importance on all the four
language skills.
6. They can provide the students clear knowledge of
English culture.
7. They must avoid any kind of biasness for any
language when they are giving lectures in the class.
8. They should increase the use of English media in
their teaching process.
20
2
11
(Radio Jockey) use a language which is a mixture of

Bangla and English and it is better be called
BANGLISH. Students of Jahangirnagar University also
use it when they speak. They use it in two ways: they
infuse English words and affixes inside Bangla language
or they jump from Bangla sentence to English sentence.
The first one is called Code - mixing and the second
one is called Code- switching. Braj B. Kachru defines
Code-mixing in his essay The Alchemy of English, as
the use of lexical items or phrases from one code in the
stream of discourse of another. (Ashcroft et al, 1995:
292) For example, a student named Rokonuzzaman
Orko (3rd year, Department of Drama and Dramatics),
says in the interview, AMADER ENGREZI SHIKKHA
BABOSTHAI PROBLEM ASE. It is easy to trace that the
word problem is a product of English language. He
could use the Bangla equivalent SHOMOSSHA for it
but he finds it comfortable to say PROBLEM. Another
example of Code- switching can be found in Salman
Rushdies Midnights Children. There he writes, never
called me tu (you) either. Always aap (you). (Rushdie,
2006) Code - switching is found in the following
conversation.
P1: How are you?
P2: Fine. And you?
P1: ASI (going on). KONOROKOM (so-so).
P2: KI BAPAR. TOMAKE EMON BISHONNO DEKHASSE
KENO? - (whats the matter? Why are you looking
gloomy?)
The short discussion above is an example of
code- switching. Apart from this linguistic influence of
English, students take some food (Roll, Hotdog etc),
wear some dresses (Jeans, T-shirts etc), which also
influence their lifestyle. Speaking English sometimes is a
matter of prestige. There are some persons who
themselves cannot speak English but like the people
who can speak it. It is only because English has gained
international importance or speaking good English helps
to get good jobs.
The first recommendation is that English
language must be used up to a limit. Using English
more or less than it is needed is a bad tendency. At the
present time the students for the optimal use of English,
the teachers can do the following:
1. They can classify students in various groups
according to their proficiency level by taking a
proficiency test after they are admitted in the
department.
2. They can find the problems of the students and
teach them only those things.
3. They can come forward to open at least an English
course in every department of the University to
teach them correct English because still there are
some departments where there is no English
course.
Year 2013
X.
20
2
12
Conclusion
Bangla is the language of our mind. It carries

our cultural values, our ethics, and emotion. It is not only
a way of communication but also the totality of our
ideological standpoint. On the other hand, the whole
world is using English only for wider communication. But
like Bangla, it also carries the values, ethics, emotion
and cultural elements of some other nation/s. So, if we
take it as Bangla language, it is not a problem. If we use
it as we use Bangla language that is even no problem.
But to lose ones own cultural values cannot be heroic in
any sense. In the language of Kachru (1986), the
English language is a tool of power, domination and
elitist identity (Ashcroft et al, 1995:291)
Raja Rao (1963) asserts that English is the
language of our intellectual make- up- like Sanskrit or
Persian was before- but not of our emotional make- up.
(Ashcroft et al. 1995: 296) Even if the students of
Jahangirnagar University go on speaking English for
centuries and even a thousand years, they would never
be able to match themselves with the tempo of English
language. That feeling of Bangla will never be found in
their English. It will be motion without emotion. And if
the students do not become aware of the negative
impact of it, in the language of Chinua Achebe, their
English will have to be new English, still in full
communion with its ancestral home but altered to suit
new surroundings.
References Rfrences Referencias

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XI.
Appendix
a) Respondents Questionnaire
Nowadays the use of English language has

become so common a phenomenon in Bangladesh that
people take it as a necessary part of their life. This
frequent use has both good and bad effects. The
purpose of this research is to investigate the
consequences and impacts of English language.
Particularly it shows the psychological and behavioral
changes in the lifestyle of the university students in
Bangladesh as a result of using English language. The
information provided in this questionnaire will be kept
confidential, and will be used for the sole purpose of
research. Hope that you will co-operate.
Dissertation Title:
The Impact of English Language on Tertiary
Level Students in Bangladesh: Case Study
Jahangirnagar University
b) Personal Information
Your Name and Department:
c) Questionnaire
(Please answer the following questions carefully)

1. Do you speak English with your friends and
teachers in the campus?
i. Never
ii. Sometimes
iii. Always
2. Do you practice English at home?
i. Yes
ii. No
3. With who do you speak English the most?
i. Parents ii. Friends iii. Teachers iv. Relatives
4. Is there any course in your syllabus that helps you in
learning English?
i. Yes
ii. No
5. Do you go to any other place to learn English?
i. Yes
ii. No
a. if yes- where and why?
b. if no why?
6. Do you think speaking English in class and with
other people increases your status?
i. Yes
ii. No
7. The English we use to communicate is called Bad
English. What do you think about that?
(Please write your idea about it in not more than 50
words)
8. English language influences your dressing style?
Do you agree?
i. Yes
ii. No
English language influences your food?- Do you
9.
agree?
i. Yes
ii. No
10. English language influences your body language?
Do you agree?
i. Yes
ii. No
11. Is it possible for a Bangladeshi university student to
express his/ her feelings completely in English
language?
i. Yes
ii. No
12. Do you speak English in the same way at home
(village/city) as you speak in the campus?
a. with friends -i. Never ii. Sometimes iii. Always
b. with family members---- i. Never ii. Sometimes
iii. Always
13. English language is more prestigious than Bangla
language. What do you think? (Write here in only 20
words).
Year 2013
Model for Second Language Acquisition. Journal of

Multilingual and Multicultural Development, 7,
379-392.
Fathers name:
Fathers educational qualification and Occupation:
Fathers monthly income (if any):
Mothers Name:
Mothers educational qualification and Occupation:
Mothers monthly income (if any):
Present address:
Permanent Address:
Phone and e-mail:
Date:
20
2
13
29. Richards, J. and Rodgers. (1986). Approaches and

Methods in Language Teaching. Cambridge:
Cambridge University Press.
30. Rivers, M. Wilge. (1968). Teaching ForeignLanguage Skills. Chicago: The University of
Chicago Press
31. Rushdie, Salman. (2006). Midnights Children.
London: Vintage.
32. Schumann, J. (1986). Research on the Acculturation
Year 2013
20
2
14
14. English media plays an important role to learn

English. Order the following according to your
choice.
(Write your choice on the left)
- English Movies and songs;
- English books, magazines and journals;
- English newspapers;
- English News;
- English advertisements.
15. Do you first think in Bangla before speaking in
English?
i. Yes
ii. No
16. Is it possible for you to think in Bangla while
speaking in English?
i. Yes
ii. No
17. Is it more helpful to write answers in English in the
exams rather than Bangla?
i.Yes
ii. No
18. Do your English language teachers insult you if you
cannot speak in correct English in class?
i.Yes
ii. No
19. English helps to get good jobs. Do you agree?
i. Always ii. Sometimes iii. No
20. Order your teachers importance on four language
skills in class.
- Reading
- Writing
- Listening
- speaking
21. Most often many speakers in Bangladesh find
problems in expressing thought in English.
Do you agree? ---i. Yes
ii. no
22. Is it possible for a Bangladeshi student to speak like
an English speaker?
i. Yes
ii. No

1 The Impact of English Language

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Global Journal of HUMAN SOCIAL SCIENCE

Linguistics & Education

The Impact of English Language on the Lifestyle and Behavior of

Abstract - Nowadays English language and culture have

grabbed every nucleus of almost all the University students in

Keywords : code mixing, code switching, english

here is no doubt in the fact that English has gained

Author : Faculty, Dept. of Languages (English), IUBAT-International

There is no university student in Bangladesh who is not

This paper analyzes the various ways in which

Objective(s) of the Study

It is the increasing importance of English as a

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

Md. Didar Hossain

The Impact of English Language on the Lifestyle

unparalleled international role of English language has,

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

1. To sketch out a picture of English language

1. To identify the problems encountered by the

Significance of the Study

English language has been the world language

Limitations of the Study

The dissertation paper could have been done

a) Origin and Development of English Language and

Latin and the modern Romance languages;

The Germanic languages;

The Indo-Iranian languages, including Hindi and

The Slavic languages;

The Baltic languages of Latvian and Lithuanian (but

The Celtic languages; and

Greek. (Source: http//:Google.Com)

The influence of the original Indo-European

This chapter entitled as Literature Review deals

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

us and the millions whom we govern, a class of persons

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

provided compelling evidence for the central thesis of

comment that listening practice are not done in the

Research is a systematic process. The essential

To respond to the findings of the current study,

As it was very difficult to reach every student of

c) The Research Tools

d) Data Collection Procedure

Questionnaires were distributed to the students.

Research is a scholarly investigation and

Consideration of the Administration Condition

The questionnaire for the students was given to

Findings of the Study

This chapter analyses the data which were

a) Findings and Discussions of the Instruments for the

a) The Research Design

providing the correct information. The interviews of the

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

leads the researchers to conduct the dissertation in a

individual positions on the selected issues. However,

Findings of the Second

Global Journal of Human Social Science (G ) Volume XIII Issue X Version I

The first item on the questionnaire was Do you

Table 1 : Response to whether the students of

Table - 1 shows that only 3% students (N=6)

Table 3 : Responses to with whom the students speak

(Score: 1= Parents, 2= Friends, 3= Teachers, 4= relatives)

Table-3 shows that 43.5 percent respondents